Facilitated conversations - LearnersAustralian Eportfolios Conference 3rd Nov 2010

Wednesday 3rd November 2010

Supporting the needs of Non-traditional (NT) learners - my questions were, were covered in the conversation anyway

Who are NT learners? What are they learning? Where are they learning? Why are they learning?

How are they currently learning?

What’s currently working?

What, if. how might eps look like feel like, work like for NT learners

What are the key characteristics?

What can we learn from those doing it now?

Changing demographics of learners

• Multimodal reflection, not just written words

- performance- visual - song- audio

Learning styles still need consideration.

• Using narrated PowerPoints to record evidence.

• Using a scaffolded access to build low self esteem• Using flip cameras and ipods, mostly on a 1:1 basis rather than doing things

in large groups when learners are not confident

• Does need to be ‘all about me’

• Indigenous learners- also using flip cameras- working with mentors

• Do pilot trials

• Voice thread - free software for collaborative reflection on digital objects• Exporting portfolios

o one large institution (40,000 students) is providing a USB stick on graduation

o newer versions of Mahara do allow to export both the filing cabinets and the views as html

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• Using Weebly.com as an eportfolio, other systems too overwhelming for NT learners

• Can just be files on a USB

• Department of Health and Families using Sharepoint until they have a proper eportfolio framework – simple and no training required, will be easy to export

• Students given a choice to prepare paper-based or electronic - as a group of visual learners, most chose electronic

• Very important to provide lots of clear examples of what evidence might look like.

• Important that although students have lots of files in their eportfolios, they need to choose which bits to include for presentation, in this way they are also driving their choice of style of presentation

• What do students think? In a group of 15-19 year olds, learning had been ad hoc and many past learning experiences had been bad, and assessment equates with something they do not like. Many of these students have no fixed addressed, and will only use their phones if you call them. Although keen to use Web 2.0 applications like YouTube etc, firewall access is blocking their use within a formal learning environment. Also, need careful conversations about what it means to place things in Web 2.0 in relation to privacy, this is not well understood. Have a major duty of care when working with those under 18.

• When working with aged-care learners – they need to have their confidence built and have very low computer skills.

• Existance of professional standards encourages the use of eportfolios by student groups at University

• Many phones have applications that allow eportfolios to be used mobile – mahara can work mobile

• Mobile phone-flip phone are being used if supplied, cost is still an issue for

NT learners

• Is becoming and needs to become second nature to capture ongoing evidence

• Can use blue tooth to move from phone to other devices

• There is still not ubiquitous access to IT for NT learners

• The importance of formal, informal and situated learning all has a role in assessment

• No one size fits all

• Allow students to pick and choose

• Many will learn from their colleagues

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• The requirement for both discipline and professional competencies to be shown will assist to drive eportfolio use for compliance reasons

• Small businesses – no one was working with, although discussed the use of eportfolios/spaces for networking

• Characteristics of eportfolios for NT learners include: visual, portable, non-classroom environments, exportability, belonging, about them, learners showing learners, no set formula

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